You should also start to keep your reflective journal for this course. I do not care how you wish to organize your thoughts on the assignments and discussion board threads. The journal is to be reflective, your thoughts etc., not a retelling of what we did. It will be collected at the half way point and then again at the end of the course.
Assignment #2 Here are the assignments for the upcoming week. PART 1 Question for the week: What does it mean to "understand" something and how do you know that you have achieved understanding? Links to go to before sending http://www.selfknowledge.com/dund.htm http://www.huzanity.org/Essays/What%20is%20Understanding.htm http://en.wikipedia.org/wiki/Understanding http://www.cdtl.nus.edu.sg/success/sl20.htm http://www.grantwiggins.org/ubd/ubd.lasso https://pantherfile.uwm.edu/wash/www/perkins.htm Do a search of your own to find at least two other links before you send your thoughts Assignment #3 Assignments due Tools for your toolbox. Every teacher needs a toolbox that has a variety of tools, especially up to date ones, and the knowledge of how to use these tools. In this assignment we will look at new tools, maybe some you have read or heard about, but have not had the time to explore. Let's go MUVE's, VLC's and VLE's MUVE's Links to explore 1. **http://www.lesley.edu/faculty/myoder/muves.pdf** check out all links in Maureen Yoder's article above 2. **http://education.ed.pacificu.edu/lab/EducationalMUVES2.htm** 3. **http://warburton.typepad.com/liquidlearning/2009/06/electronic-comm.html** 4. **http://www.life-slc.org/knowledge-base/multi-user-virtual-environments-muves-experiential-learning-examples** 5. **http://thejournal.com/articles/2006/09/01/educational-gaming--all-the-right-muves.aspx** 6. **http://www.slideshare.net/stevenw/muves-and-second-lives-exploring-education-in-second-life** 7. **http://www.slideshare.net/ialja/virtual-worlds-introduction-second-life-and-beyond** **VLC's** 1. **http://www.brandon-hall.com/publications/virtuallearningcommunities/learningcommunities.shtml** 2. **http://www.joe.org/joe/2008august/a1.php** 3. **http://www.joe.org/joe/2008august/a1.php** 4. **http://technologysource.org/article/learnscope_virtual_learning_community/** **VLE's** 1. **http://en.wikipedia.org/wiki/Virtual_learning_environment** 2. **http://www-writing.berkeley.edu/TESL-EJ/ej30/m2.html** 3. **http://www.bcps.org/news/2009/0812/** Now that we have the background send me your thoughts on MUVE's, VLC's and VLE's. Assignment #4 Let's explore MUVE's in education. This is going to take some time and we need to give it enough time to truly evaluate the possible use of these sites or putting in the time to develop our own MUVE 1. **http://www.whyville.net/smmk/nice** Designed for younger children, where children from all over the world can come together. Check out all its possibilities 2. **http://www.skoolaborate.com**/ Check out all the examples that you are given and the two movies provided. 3. **http://crlt.indiana.edu/research/qa.html** For children 9-16. Check out the link at the bottom of this link 4. **http://www.ecomuve.org**/ then go to**http://istevision.org/watch.php?vid=64e5ab76c218b230079cfba4c39d28c13a954fb2** and watch the Chris Dede video 5. **http://muve.gse.harvard.edu/rivercityproject/** The River City Project of Chris Dede 6. **http://wowinschool.pbworks.com**/ Really has school possibilities Do a search for other MUVE's and find at least one other one that you can include in your thoughts you send me Assignment 5--What are people doing? SECOND LIFE POSSIBILITIES AND PROBLEMS Ramapo School District http://edtechlife.com/?p=1798 http://rampoislands.blogspot.com/2006/07/proposal-passed-islands-are-up.html SECOND LIFE AND EDUCATION http://sleducation.wikispaces.com/educationaluses_page4 This link has numerous links that must be investigated. There are 11 initial links to investigate and then 20 others. This will take time but it is worth all the effort. ISTE AND SECOND LIFE **http://www.iste.org/Content/NavigationMenu/Membership/Member_Networking/ISTE_Second_Life.htm** Second LifeTM, a multi-user virtual environment (MUVE), is a favorite ISTE venue for online learning, collaborating, and networking. Visit us on ISTE Island **http://slurl.com/about.php** What Is aSlUrl? **http://www.iste-community.org/group/secondlife** Go to the link by Randy Hilgers about halfway down and go to the K-12 kids link When you are done with all of these links send me your thoughts Assignment 6 METAVERSE Let's look at the possibility of once again using the 3-D internet and avatars rather than a flat internet to design and build teaching and collaborative work spaces. There is a cost for this. We need to look at places like this in the case that Second Life is not allowed at some school districts . METAVERSE sites can be private and they can provide a whole new level of communication and collaborative work spaces that I believe will become very important for distant learning. Let's look at it **http://metaverse.sourceforge.net**/ Down load it and get started METAVERSE roadmap **http://www.metaverseroadmap.org/overview/** Make sure you click on the links for more pages at the bottom of the page Meet the METAVERSE **http://news.cnet.com/Meet-the-metaverse,-your-new-digital-home/2100-1025_3-6175973.html?tag=item** METAVERSE for the visual learner Watch the video It is about 50 minutes **http://video.google.com/videoplay?docid=-5182759758975402950#** Send me your thoughts Assignment 7 Week 7: Read this introduction and attempt the assignment at the bottom of the page Read pages 99-117 in the text PART 1 Go to the following links and read the material there http://www.clexchange.org/ftp/documents/whyk12sd/Y_2006-01STInTeacherEdu.pdf This week's assignment: You will be looking at new software this week. Vesim and Stella will be very similar. PART 2 3. Activities: Your first attempt at causal loop diagrams using computer software 1. The activities this week will include running through a tutorial on the use of a new piece of software, and using it for the creation and file transport of some simple causal loop diagrams. You will need a copy of the Vensim PLE software and the Vensim PLE Quick Reference and Tutorial. **http://www.vensim.com/freedownload.html** to put in information and then download all 6 disks from site, then click on first one which will install the software \\WARNING: the transfer of files may be problematic at first and it may take a few attempts before we get it straight. Vensim Software Link: This is in the external links section. Follow the instructions to download the software for your operating system. Be sure to download the version that is appropriate for your operating system. PLE Short Tutorial Professor Craig Kirkwood at Arizona State University has a System Dynamics Resource page which includes an excellent short tutorial for Vensim PLE in Adobe Acrobat format. http://www.public.asu.edu/~kirkwood/sysdyn/SDRes.htm Once you get to the site scroll down to #7 Vensim PLE Quick Reference and Tutorial (VenPLE.pdf, 256,329 bytes). This is an twenty page reference for Vensim PLE, Version 5.0c1, including short tutorials on using Vensim PLE to construct causal loop diagrams, stock-and-flow diagrams, and simulation models. This is in Adobe Portable Document Format (PDF). download this and open it. Open Vensim PLE Open the Vensim PLE Quick Reference and Tutorial Work your way through the section of the tutorial called "Causal Loop Quick Tutorial". This is through page 9. Using Vensim, the tutorial, attempt to create a reinforcing loop( such as an untouched savings account or bacterial growth) and a balancing loop( such as a heating system in your home with a thermostat) . Include in your loops the icons that represent reinforcing feedback , and balancing feedback . Save the file as text (.mdl) and send it as an attachment to an email. Include any comments, problems, insights, questions that may come up along the way. Vensim is nice because all files can be saved as text and transfered as attachments, or even in the body of an email message. . Anyway, a little help in finding the tutorial: Go to the Venism link under External Links In the table, at the bottom, there is a link for Documentation In the documentation, find the category that says PLE Short Tutorial. In that link, go to Item 7. The tutorial instructions themselves don't actually start until page 7, but once there, they are pretty straight forward. After reading through the step by step instructions everything should run pretty smoothly. The only thing that might be a problem is finding the icons for reinforcing loop and balancing loop. You will find what you are looking for under the "sketch comment." Click on "Figure" I and scroll down and find what is needed. Once you are done post your thoughts on Vensim to the discussion board, then respond to at least two. PART 3 You should next go to this website: http://www.iseesystems.com/index.aspx This is a new site for HPS as the name of the site is now ISEE In the EDUCATION block choose download trial. Fill in the information and you will be sent a password to download a 30 day trial of STELLA 9. once it is downloaded go through the wizard to install it. It comes down as a compressed file. Once it is installed go back to the homepage and choose Tutorials. View the Demos for: Stocks and Flows, Graphs and Tables Convertors and Connectors Decision Process Diamond You may want to look at any or all of these more than once. Then go back and choose Sample Models. In this section there are a large number of samples, CHOOSE ANY 3 to look at. I like the Oil Prices one Stella is a complex program that can be a course unto itself. As you look at the Stella interface you should have noticed a number of icons in the upper left hand corner. In general you ahve the following tools: You have a rectangle, which represnts a stock in stella. A stock is like a bathtub. Things can flow into it, things can flow out of it, things can flow in and flow out at the same time. Stocks are where things can accumulate over time. Next you have an arrow with a circle under it. This is a flow. A flow shows the direction, that is flowing into or out of the stock. We have two icons left. There are 3 but for our purposes we will address only two. Next icon is the circle. The circle represents a convertor, something that can change things. The 4th icon which looks like an arrow, this is a connector. Always start connectors at the source point and bring them to the connection. Look for similarities and differences between Stella and Vensim. Sit down and write a review that compares Vensim to Stella, as though you were trying to convince someone who was interested in learning to model, to buy one over the other. If you hate both programs, then vent. Let me know why you wouldn't recommend either. If you liked both, then explain why. Post your work to the discussion board, then respond to at least two. All of this is for a reason. One option I would like to give for a final is to look at systems thinking curriculum that has been developed by teachers and to possibly use some of their materials in your classes. Most materials are available for free over the web ( at the Creative Learning Exchange) and use Stella. Thus the push to get familiar with it. This is a nonsavable version of STELLA but it gives you a good look at what is possible with this piece of software. Assignment 8 Go to the discussion board ( 2nd half of Butterfly Sneezes) and make your comments about the book as you see it to this point. Remember to respond to at least two colleagues. Don't forgt to send me the 2nd half of your journal ( weeks 5-8) this week as well. Using the links to Microworlds and Star Logo, download these two programs and go through the tutorials. **LCSI** Makers of Microworlds Logo and Microworlds Pro check it out Download Microworlds or Microworlds Ex your choice. **Star Logo on the web** Projects, downloads etc After completing the tutorials compare the two programs regarding grade level usage, interdisciplinary possibilities, meeting state or national standards and use in your classroom/ Then compare these two programs to Vensim and Stella regarding the same points. Feel free to incorporate your comments into whatever format you feel fits the assignment best and covers all the areas asked for. Post your work to the discussion board, then respond to at least two. Final Project Final Assignment You have a number of options. If you do not see one you like or have another idea in mind feel free to ask me about it. Projects for Final Project Overview A project for ECOMP6100 should be chosen from the list of guidelines below. The main guide you should use in the selection of a project is to find a way to use the material from the course in a professionally or personally useful manner. I recommend using the material and/or the ideas learned in this course with students in your own or "borrowed" classrooms. It is in your best interest for the final project to be meaningful and of some value to you. The final project is the culminating learning activity of the ECOMP6100 class. Therefore it should demonstrate an understanding of the educational application of ideas from the course, in practice and in theory. Projects may be created individually on in a group of nor more than three students. If in a group, each student must write their own individual reflection -- see the project options for details. Choose a project option, and include the following for a satisfactory grade: 1. Format. The names of all group members, class name, site name, and project option number. 2. SAE If you want your materials returned, include a Self-Addressed Envelope sufficient in size with your submitted project. If you'd like midterm materials back, please inform me. Please see the Assignment Submission Guidelines. 3. Karma. My best wishes for your continuing growth and enjoyment in learning and teaching with technology! :-) Project Options Here are the project options for the core of your portfolio: Option 1 Create a Stella Model Option 2 Use software with students Option 3 Design a unit to introduce software to teachers or students Option 4 Design a unit to use one of the simulation or modeling software..ie. ModelIt, ThinkerTools Option 5: Create a LOGO project Option 6 A project/model/simulation for your classroom Option 7 Evaluate Modeling & Simulation Software Option 8 Adapt Modeling and Simulations Materials Option 9 Tell us what you know Option 10 Observe learning with models, simulations, and games Option 11 Any project which he instructor has okayed. Option 12 A StarLogo Project Make sure to follow the Project Guidelines for one of the options described below. The project is worth 30% of your grade Option 1 First and foremost the model must run. Take a few pages to discuss why you choose to do the model and what the proces was like as you developed it. If you are sending a hard copy include a printout of all the pages of your model If your model is one to be used withs tudents discuss how it meets local and/or state standards Option 2 Follow the guidelines for option #7 Option 3 A complete outline line of your presentation Time given for questions and answers A Written Lesson Plan including the following: a) goals and objectives of your lesson b) a list of materials needed for your presentation c) an outline of the major points presented in your lesson. For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A. Develop a handout for the class. A one page description of how you use the software with your students. A one page summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. A discussion of how you would assess the understanding after your presentation. Option 4 Take a page or more to discuss why you chose this piece of software A complete outline line of your presentation Time given for questions and answers A Written Lesson Plan including the following: a) goals and objectives of your lesson b) a list of materials needed for your presentation c) an outline of the major points presented in your lesson. For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A. A description of how you use the software with your students. A summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. Option 5 Microworlds The baseline for an acceptable project (150 pts ="B") includes: 3 of the 6 following features: multiple pages w/ transitions startup / reset buttons question, answer, make, if title page and credits balance of graphics and text appropriate for age level instructions or directions Document the project learning goals and the features of the project in 1-2 pages. Include the project on a floppy disk, zip disk, or email it. Include a one page individual reflection on your experiences doing this final project. For a grade better than a B on the project, each of the following are worth 25 points -- satisfactory completion of any two will earn an A. 6 of the features listed above 3 or more procedures in the procedures page The project runs without error. Option 6 Design a project of your own that fits your classroom or job needs For example, you could download Starlogo and one of the Starlogo projects that has already been created, and use it for middle school children to create discussions, guide inquiry and student research about traffic jams or ecology. Or download the free SimCity teacher's guide and adapt material from it for a project on city planning and design. Or adapt material from the Schools are for Fish web pages to help your first grade children learn social coordination and some basic notions of cause and effect. Your name and the site name on the front cover, Objectives and grade level description, Skills learned, i.e. systems, modeling, programming, literacy etc. Timeline, Content matter (subjects) learned, What kind of instructional grouping (Individual, Group, Whole class, etc.) is supported? Assessments, with links to the objectives, Project description. Describe the model or simulation you used in the activity, what it represents, and what are its strengths and weaknesses. Include a description of what you changed to adapt or improve the materials. For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A. A one page description about what you think is the potential for that model or simulation as a pedagogical tool? A one page description of the results of your testing and evaluating your project with your students. Two samples of student work or video/other documentation. A one page summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. OPTION 7 Select any two pieces of modeling and simulation software from the list below. If you have other software you would prefer to do this project on please let me know, as long as it is simulation software it should be acceptable. SOFTWARE TITLES software titles for final thinkertools lcsi logo ucb logo model it star logo game of life stagecast creator' sim city any of the decisions decisions series oregon trail maya quest reelect jfk gazillionaire zapitalism profitania sim life sim earth I can be a dino finder I can be a animal doctor africa trail cross country usa coral kingdom ancient civilization fly a cell salmon odessey biologica weather wizards magic school bus thinking like a scientist logal sciience series science in your ear For example, you could choose a Decisions, Decisions package and compare it to Oregon Trail. You may already have the software in your school, or you may find a version that you can download for free, or order an evaluation copy from the company. If you have a piece of software in mind that is not on the list, contact me for approval before you use it. Projects that are found to be plagiarized from another student or course will receive a failing grade. The baseline for an acceptable project (180 pts ="B") includes: Your name and the site name on the front cover, Good grammar and correct spelling, Describe the pro's and con's of each piece of software. You do not necessarily have to make any final selection in the comparison, however you should come to some general conclusions after you make the comparison. For example, you could state that "software A is better suited for creating class discussions and integrating subjects, while software B is less expensive and is perfectly suited for learning mathematics through experimenting with how patterns are formed". This written part of the comparison should be at least 2 pages long and no more then 4 pages. Your report should be rich in informed opinion and conclusions. A Comparison of the what the software enables students and teachers to do, including: a) Appropriate grade level(s), b) Content Matter (subjects) learned, c) Skills learned, i.e. systems, modeling, programming, literacy etc. d) What kind of instructional grouping (Individual, Group, Whole class, etc.) is supported? e) Assessments included or not, f) Approximate base price for schools. For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A. A one page comparison of how each software piece addresses the students being able to either construct their understanding, or enables more student centered learning, or engage in inquiry. A one page comparison of the ease of integration into the classroom: Are preparation, training, and additional materials needed? A one page personal accounting of a hands-on comparison of at least one of the pieces of software. A one page interview with someone who has used at least one of them. A one page review of a research paper or book chapter about one of the pieces of software. A one page summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. Option 8: Adapt Modeling and Simulations Materials Create a project, that would range from a few days to a few weeks, for your students. For example, you could download Starlogo and one of the Starlogo projects that has already been created, and use it for middle school children to create discussions, guide inquiry and student research about traffic jams or ecology. Or download the free SimCity teacher's guide and adapt material from it for a project on city planning and design. Or adapt material from the Schools are for Fish web pages to help your first grade children learn social coordination and some basic notions of cause and effect. The baseline for an acceptable project (180 pts ="B") includes: Your name and the site name on the front cover, Present your work in class on the second Friday. Objectives and grade level description, Skills learned, i.e. systems, modeling, programming, literacy etc. Timeline, Content matter (subjects) learned, What kind of instructional grouping (Individual, Group, Whole class, etc.) is supported? Assessments, with links to the objectives, Project description. Describe the model or simulation you used in the activity, what it represents, and what are its strengths and weaknesses. Include a description of what you changed to adapt or improve the materials. For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A. A one page description about what you think is the potential for that model or simulation as a pedagogical tool? A one page description of the results of your testing and evaluating your project with your students. Two samples of student work or video/other documentation. (A 5 minute video is highly recommended to show on Friday night!) A one page summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. Option 9: Tell us what you know You may be someone who has several years experience using some modeling and simulation software, that you could share with your colleagues. If you feel so inclined you may develop a lesson, activity, or presentation to give to the class. It must be approved by the instructor. The baseline for an acceptable project (180 pts ="B") includes: A complete outline line of your presentation Time given for questions and answers A Written Lesson Plan including the following: a) goals and objectives of your lesson b) a list of materials needed for your presentation c) an outline of the major points presented in your lesson. For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of all will earn an A. Develop a handout for the class. A one page description of how you use the software with your students. A one page summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. Option 10. Observe learning with models, simulations, and games. Make observations of two or more people learning with simulation or game software. Any of the modeling and simulation software from the 6100 Tools web page is appropriate, as well as other educational simulation software. Game software that is a simulation of something, and that people can learn from, is also appropriate. If you are uncertain about whether the software is appropriate, send me a description and ask. As with the other midterm options, be prepared to present your findings briefly on Friday of the second weekend. Format: You may choose to study the following settings. Introspective report (Your own process as you learn with the software) Classroom observation/Interviews Expert/Novice comparison Observation of 2 or more players The baseline for an acceptable project (180 pts ="B") includes: A one page description of the program, At least 4 hours of participation/observation, The raw notes you take during the observation process -- these are called 'field notes.' -- and these are important to include even if you are doing an introspective report. Click here to read the four required elements. A one page summary of the skills, stategies, and knowledge that you observed -- not what might be listed on the software box. Be honest -- if you did not observe something, don't report it. But look carefully -- did the software required reading or developing strategies to win, or some other kinds of thinking? Sometimes these are best unpacked with a short interview after watching someone play a game -- first ask the person "what happened?", then link back to something they did during the game (use your field notes) and ask "how did you do that?" and "what were you thinking?" . You might get a lot of information if you ask at the end of the interview "tell me how to succeed (win) with this simulation (game)." Also -- do not limit yourself to the game/simulation performance. It is highly useful to record other things people did to succeed, like looking things up, collaborating with others to take advantage of their strengths, and using tools. If you are doing a classroom observation it is equally valid to describe how students and teachers act differently when the class is using the software, compared to when the class is not using the software. For an additional 35 points, include the above as well as: A one page description that explores how your choice of software can be used in school. This goes beyond the requirements of an acceptable project to describe whether the software could support inquiry learning, what instructional grouping strategy could be used, whether the students would have to leave the class and go to the computer lab, etc. This requirement does not address learning and thinking, but how it fits into the practice of teaching. Here is an example: " A major challenge confronting teachers using games (or simulation, models) is demonstrating its effectiveness to parents and school administrators. Teachers must decide whether or not the activity is worth the time, given the many other school activities in which they would like their children to engage. Even though subject matter and related skills are not taught directly with computer games (or simulation, models), I expect that there would be an effect on children's performance in school because... For an additional 35 points, include the above as well as: A one page summary addressing any relationships to the: science benchmarks, nctm standards 2000, social studies standards, McREL's compendium (it is searchable and extensive!) or other items from your state frameworks. Feeling assimilated and normalized after looking at the above? Say so. It is acceptable for the one page summary to be critical of the benchmarks and standards. Or maybe you don't see any of the things you saw your subjects learning on any of these lists. Should they be? Are the skills and knowledge published on those official lists really more relevant? Why or why not? OPTION 11 You may pursue your own idea, but please make sure to obtain Instructor approval. Here are some suggestions: Interactive map Planting and growing a garden Adventure game Trip across country Music microworld Math microworld Literature based microworld Choose your own Adventure Option 12. Explore the programming aspects of StarLogo. Work through the tutorial and create a simple multiturtle program of your own, or modify two or more procedures of an existing starlogo program (recommended). The baseline for an acceptable project (150 pts ="B") includes: The starlogo program you created -- on disk, or emailed. Include a one page individual reflection on your experiences doing this final project. For a grade better than a B on the project, each of the following are worth 25 points -- satisfactory completion of both will earn an A. Write a one page description that explains how to use the program. Write a one page reflection on how StarLogo or related ideas could be employed to expand or enrich the classroom Syllabus Course Syllabus Educational; Uses of Systems Thinking. Modeling and Simulation ECOMP 6100-- Distance Learning INSTRUCTOR: James MacNeil 1728 Wakefield Drive Brandon, Fl 33511 706-969-9153 e-mail: drjimmac@gmail.com RESEARCH PAPERS, if assigned, must adhere to the general rules established for APA style. Refer to: American Psychological Association. (2001). Publication Manual of theAmerican Psychological Association (5th ed.). Washington, DC: Author. Lesley Library APA Resource HYPERLINK "http://www.lesley.edu/library/guides/citation/apa.html" http://www.lesley.edu/library/guides/citation/apa.html University of Wisconsin-Madison APA Guide HYPERLINK "http://www.wisc.edu/writing/Handbook/DocAPA.html" http://www.wisc.edu/writing/Handbook/DocAPA.html APA FAQ’s: HYPERLINK "http://www.apastyle.org/" http://www.apastyle.org/ APA Style Electronic Formats: HYPERLINK "http://www.westwords.com/guffey/apa.html" http://www.westwords.com/guffey/apa.html Purdue University Online Writing Lab HYPERLINK "http://owl.english.purdue.edu/handouts/research/r_apa.html" http://owl.english.purdue.edu/handouts/research/r_apa.html EVALUATION CRITERIA: All projects will be graded on their originality, complexity, and practicality for the classroom. All assignments must be completed on, or prior to, their due date. Active class participation will be taken into account as a necessary aspect of telecommunications. LESLEY UNIVERSITY ONLINE RESOURCES Use your Internet browser to connect to the course online resource page at: HYPERLINK "http://my.lesley.edu" http://my.lesley.edu Click on the "login" button. Follow the on-screen directions for entering your username and password. Located within these online resources are the current, "clickable" syllabus, online tutorials, readings, and areas for both required and optional discussions. PAPER SUBMISSION GUIDELINES: Traceability: It is advisable to send projects via certified, return receipt mail or courier service. This protects you in the event the project is lost in transit but causes unnecessary delays when the post office can not deliver the package. Notification of project receipt will be made by e-mail for those who have submitted current addresses. GRADING Discussion board postings are due on the date indicated. Any discussion board postings completed more than two days past the assigned date will not be given any credit unless there is a medical or technical issue. In order to get some credit this issue must be discussed with the instructor prior to the assigned date Eligibility for Grade Reconsideration or Incomplete: Keep a disk copy of each project for your own reference as you may have the option to revise your project in response to the instructor’s comments regarding a failing grade. If your project is not at passing graduate level, your project may be returned, and you may resubmit it for a grade reconsideration, not to exceed the minimum passing grade. Time Extensions and Incomplete Grades: Extensions of time require instructor approval and must be requested, in writing, before the final project period has expired. Incomplete grades will be recorded in instances where the time has been extended or when final projects are judged to be incomplete. Incompletes must be submitted with adequate time for grading so that grades may be recorded by April 1st for Fall semester and/or January courses. Spring and summer course grades must be submitted by December 1st. Any extension of the Incomplete make-up time period policy requires the Registrar’s approval of a student’s petition initiated prior to the normal expiration date. All Incompletes not made up before the deadline remain on the student’s transcript as an “INC” grade and the course must be repeated by the student (quite possibly involving attending the course on campus or travel to some distant site). AMERICANS WITH DISABILITIES ACT (ADA) Lesley College is committed to ensuring the full participation of all students in its programs. Accordingly, if a student has a documented disability, and, as a result, needs a reasonable accommodation to attend, participate or complete course requirements, then he or she should inform the instructor at the beginning of the course. For further information about services through Lesley College for students with disabilities, contact the following Student Affairs offices: Manju Banerjee, Coordinator of Disability Services, at 617.349.8194 or 617.349.8530 (message), or e-mail: HYPERLINK "mailto:banerjee@mail.lesley.edu" banerjee@mail.lesley.edu On-campus students with learning disabilities/Attention Deficit Disorder should contact Maureen Riley, Director LD Services, Learning Center, at 617.349.8464 or e-mail: HYPERLINK "mailto:mriley@mail.lesley.edu" mriley@mail.lesley.edu ACADEMIC INTEGRITY POLICY Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University's policies and procedures governing academic integrity. Please become familiar with the academic integrity policy, which includes information about documenting sources, plagiarism, cheating, fabrication, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, and lying/tampering/theft. The complete policy can be found in the student handbook and on the Lesley University Web page: HYPERLINK "**http://www.lesley.edu/policies/catalog/integrity.html**" \t "_blank"**http://www.lesley.edu/policies/catalog/integrity.html** REQUIRED READING WHEN A BUTTERFLY SNEEZES BY LINDA BOOTH SWEENEY ISBN 1-883823-52-8 See Assignments section for details of each assignment Part I: System Structure through Mental Mapping Assignment 1: Read the Introduction to Systems Thinking READ PART 1 OF TEXT Assignment 2: What does it mean to understand? READ PART 2 OF THE TEXT Assignment 3: IN PART 3 READ 45-56 Assignment 4: Systems Thinking and Education IN PART 3 READ 56-64 Assignment 5: IN PART 3 READ 64 - 81 Assignment 6: IN PART 3 READ 81=99 Assignment 7: IN PART 3 READ 99-117 Assignment 8: Assignment 9 : Get that final project completed.
Assignment #1
Due
You should also start to keep your reflective journal for this course. I do not care how you wish to organize your thoughts on the assignments and discussion board threads. The journal is to be reflective, your thoughts etc., not a retelling of what we did. It will be collected at the half way point and then again at the end of the course.
Read the following links with the objective of sending me your own definition of a " model" and a "simulation" Links
**http://www.edb.utexas.edu/education/centers/ltc/news/2009/21stcen/**
**http://sam.concord.org/publications/Taming_Science_Models.pdf**
**http://serc.carleton.edu/introgeo/models/WhatIsAModel.html**
**http://littleshop.physics.colostate.edu/activities/atmos1/WhatIsAModel.pdf**
**http://cnx.org/content/m13492/latest/**
**http://www.goldsim.com/Content.asp?PageID=91**
**http://www.ist.ucf.edu/background.htm**
Do a search for at least two others before sending me your thoughts
Assignment #2
Here are the assignments for the upcoming week.
PART 1
Question for the week: What does it mean to "understand" something and how do you know that you have achieved understanding?
Links to go to before sending
http://www.selfknowledge.com/dund.htm
http://www.huzanity.org/Essays/What%20is%20Understanding.htm
http://en.wikipedia.org/wiki/Understanding
http://www.cdtl.nus.edu.sg/success/sl20.htm
http://www.grantwiggins.org/ubd/ubd.lasso
https://pantherfile.uwm.edu/wash/www/perkins.htm
Do a search of your own to find at least two other links before you send your thoughts
Assignment #3
Assignments due
Tools for your toolbox. Every teacher needs a toolbox that has a variety of tools, especially up to date ones, and the knowledge of how to use these tools. In this assignment we will look at new tools, maybe some you have read or heard about, but have not had the time to explore. Let's go
MUVE's, VLC's and VLE's
MUVE's
Links to explore
1. **http://www.lesley.edu/faculty/myoder/muves.pdf**
check out all links in Maureen Yoder's article above
2. **http://education.ed.pacificu.edu/lab/EducationalMUVES2.htm**
3. **http://warburton.typepad.com/liquidlearning/2009/06/electronic-comm.html**
4. **http://www.life-slc.org/knowledge-base/multi-user-virtual-environments-muves-experiential-learning-examples**
5. **http://thejournal.com/articles/2006/09/01/educational-gaming--all-the-right-muves.aspx**
6. **http://www.slideshare.net/stevenw/muves-and-second-lives-exploring-education-in-second-life**
7. **http://www.slideshare.net/ialja/virtual-worlds-introduction-second-life-and-beyond**
**VLC's**
1. **http://www.brandon-hall.com/publications/virtuallearningcommunities/learningcommunities.shtml**
2. **http://www.joe.org/joe/2008august/a1.php**
3. **http://www.joe.org/joe/2008august/a1.php**
4. **http://technologysource.org/article/learnscope_virtual_learning_community/**
**VLE's**
1. **http://en.wikipedia.org/wiki/Virtual_learning_environment**
2. **http://www-writing.berkeley.edu/TESL-EJ/ej30/m2.html**
3. **http://www.bcps.org/news/2009/0812/**
Now that we have the background send me your thoughts on MUVE's, VLC's and VLE's.
Assignment #4
Let's explore MUVE's in education. This is going to take some time and we need to give it enough time to truly evaluate the possible use of these sites or putting in the time to develop our own MUVE
1. **http://www.whyville.net/smmk/nice** Designed for younger children, where children from all over the world can come together. Check out all its possibilities
2. **http://www.skoolaborate.com**/ Check out all the examples that you are given and the two movies provided.
3. **http://crlt.indiana.edu/research/qa.html** For children 9-16. Check out the link at the bottom of this link
4. **http://www.ecomuve.org**/ then go to **http://istevision.org/watch.php?vid=64e5ab76c218b230079cfba4c39d28c13a954fb2** and watch the Chris Dede video
5. **http://muve.gse.harvard.edu/rivercityproject/** The River City Project of Chris Dede
6. **http://wowinschool.pbworks.com**/ Really has school possibilities
Do a search for other MUVE's and find at least one other one that you can include in your thoughts you send me
Assignment 5--What are people doing?
SECOND LIFE POSSIBILITIES AND PROBLEMS
Ramapo School District
http://edtechlife.com/?p=1798
http://rampoislands.blogspot.com/2006/07/proposal-passed-islands-are-up.html
SECOND LIFE AND EDUCATION
http://sleducation.wikispaces.com/educationaluses_page4
This link has numerous links that must be investigated. There are 11 initial links to investigate and then 20 others. This will take time but it is worth all the effort.
ISTE AND SECOND LIFE
**http://www.iste.org/Content/NavigationMenu/Membership/Member_Networking/ISTE_Second_Life.htm**
Second LifeTM, a multi-user virtual environment (MUVE), is a favorite ISTE venue for online learning, collaborating, and networking. Visit us on ISTE Island
**http://slurl.com/about.php** What Is aSlUrl?
**http://www.iste-community.org/group/secondlife**
Go to the link by Randy Hilgers about halfway down and go to the K-12 kids link
When you are done with all of these links send me your thoughts
Assignment 6
METAVERSE
Let's look at the possibility of once again using the 3-D internet and avatars rather than a flat internet to design and build teaching and collaborative work spaces. There is a cost for this. We need to look at places like this in the case that Second Life is not allowed at some school districts . METAVERSE sites can be private and they can provide a whole new level of communication and collaborative work spaces that I believe will become very important for distant learning.
Let's look at it
**http://metaverse.sourceforge.net**/
Down load it and get started
METAVERSE roadmap
**http://www.metaverseroadmap.org/overview/**
Make sure you click on the links for more pages at the bottom of the page
Meet the METAVERSE
**http://news.cnet.com/Meet-the-metaverse,-your-new-digital-home/2100-1025_3-6175973.html?tag=item**
METAVERSE for the visual learner
Watch the video
It is about 50 minutes
**http://video.google.com/videoplay?docid=-5182759758975402950#**
Send me your thoughts
Assignment 7
Week 7: Read this introduction and attempt the assignment at the bottom of the page
Read pages 99-117 in the text
PART 1
Go to the following links and read the material there
http://www.clexchange.org/ftp/documents/whyk12sd/Y_2006-01STInTeacherEdu.pdf
This week's assignment: You will be looking at new software this week. Vesim and Stella will be very similar.
PART 2
3. Activities: Your first attempt at causal loop diagrams using computer software
1. The activities this week will include running through a tutorial on the use of a new piece of software, and using it for the creation and file transport of some simple causal loop diagrams.
You will need a copy of the Vensim PLE software and the Vensim PLE Quick Reference and Tutorial.
**http://www.vensim.com/freedownload.html** to put in information and then download all 6 disks from site, then click on first one which will install the software
\\WARNING: the transfer of files may be problematic at first and it may take a few attempts before we get it straight.
Vensim Software Link: This is in the external links section.
Follow the instructions to download the software for your operating system. Be sure to download the version that is appropriate for your operating system.
PLE Short Tutorial
Professor Craig Kirkwood at Arizona State University has a System Dynamics Resource page which includes an excellent short tutorial for Vensim PLE in Adobe Acrobat format.
http://www.public.asu.edu/~kirkwood/sysdyn/SDRes.htm
Once you get to the site scroll down to #7
Vensim PLE Quick Reference and Tutorial (VenPLE.pdf, 256,329 bytes). This is an twenty page reference for Vensim PLE, Version 5.0c1, including short tutorials on using Vensim PLE to construct causal loop diagrams, stock-and-flow diagrams, and simulation models. This is in Adobe Portable Document Format (PDF).
download this and open it.
Open Vensim PLE
Open the Vensim PLE Quick Reference and Tutorial
Work your way through the section of the tutorial called "Causal Loop Quick Tutorial". This is through page 9.
Using Vensim, the tutorial, attempt to create a reinforcing loop( such as an untouched savings account or bacterial growth) and a balancing loop( such as a heating system in your home with a thermostat) . Include in your loops the icons that represent reinforcing feedback , and balancing feedback . Save the file as text (.mdl) and send it as an attachment to an email. Include any comments, problems, insights, questions that may come up along the way.
Vensim is nice because all files can be saved as text and transfered as attachments, or even in the body of an email message.
. Anyway, a little help in finding the tutorial:
Go to the Venism link under External Links
In the table, at the bottom, there is a link for Documentation
In the documentation, find the category that says PLE Short Tutorial.
In that link, go to Item 7.
The tutorial instructions themselves don't actually start until page 7, but once there, they are pretty straight forward. After reading through the step by
step instructions everything should run pretty smoothly. The only thing that might be a problem is finding the icons for reinforcing loop and balancing loop. You will find what you are looking for under
the "sketch comment." Click on "Figure" I and scroll down and find what is needed.
Once you are done post your thoughts on Vensim to the discussion board, then respond to at least two.
PART 3
You should next go to this website:
http://www.iseesystems.com/index.aspx
This is a new site for HPS as the name of the site is now ISEE
In the EDUCATION block choose download trial. Fill in the information and you will be sent a password to download a 30 day trial of STELLA 9.
once it is downloaded go through the wizard to install it. It comes down as a compressed file.
Once it is installed go back to the homepage and choose Tutorials.
View the Demos for:
Stocks and Flows, Graphs and Tables
Convertors and Connectors
Decision Process Diamond
You may want to look at any or all of these more than once.
Then go back and choose Sample Models. In this section there are a large number of samples, CHOOSE ANY 3 to look at. I like the Oil Prices one
Stella is a complex program that can be a course unto itself. As you look at the Stella interface you should have noticed a number of icons in the upper left hand corner.
In general you ahve the following tools:
You have a rectangle, which represnts a stock in stella. A stock is like a bathtub. Things can flow into it, things can flow out of it, things can flow in and flow out at the same time. Stocks are where things can accumulate over time.
Next you have an arrow with a circle under it. This is a flow. A flow shows the direction, that is flowing into or out of the stock.
We have two icons left. There are 3 but for our purposes we will address only two.
Next icon is the circle. The circle represents a convertor, something that can change things.
The 4th icon which looks like an arrow, this is a connector. Always start connectors at the source point and bring them to the connection.
Look for similarities and differences between Stella and Vensim.
Sit down and write a review that compares Vensim to Stella, as though you were trying to convince someone who was interested in learning to model, to buy one over the other. If you hate both programs, then vent. Let me know why you wouldn't recommend either. If you liked both, then explain why. Post your work to the discussion board, then respond to at least two.
All of this is for a reason. One option I would like to give for a final is to look at systems thinking curriculum that has been developed by teachers and to possibly use some of their materials in your classes. Most materials are available for free over the web ( at the Creative Learning Exchange) and use Stella. Thus the push to get familiar with it.
This is a nonsavable version of STELLA but it gives you a good look at what is possible with this piece of software.
Assignment 8
Go to the discussion board ( 2nd half of Butterfly Sneezes) and make your comments about the book as you see it to this point. Remember to respond to at least two colleagues.
Don't forgt to send me the 2nd half of your journal ( weeks 5-8) this week as well.
Using the links to Microworlds and Star Logo, download these two programs and go through the tutorials.
**LCSI**
Makers of Microworlds Logo and Microworlds Pro check it out Download Microworlds or Microworlds Ex your choice.
**Star Logo on the web**
Projects, downloads etc
After completing the tutorials compare the two programs regarding grade level usage, interdisciplinary possibilities, meeting state or national standards and use in your classroom/
Then compare these two programs to Vensim and Stella regarding the same points.
Feel free to incorporate your comments into whatever format you feel fits the assignment best and covers all the areas asked for.
Post your work to the discussion board, then respond to at least two.
Final Project
Final Assignment
You have a number of options. If you do not see one you like or have another idea in mind feel free to ask me about it.
Projects for Final
Project Overview
A project for ECOMP6100 should be chosen from the list of guidelines below. The main guide you should use in the selection of a project is to find a way to use the material from the course in a professionally or personally useful manner. I recommend using the material and/or the ideas learned in this course with students in your own or "borrowed" classrooms. It is in your best interest for the final project to be meaningful and of some value to you. The final project is the culminating learning activity of the ECOMP6100 class. Therefore it should demonstrate an understanding of the educational application of ideas from the course, in practice and in theory.
Projects may be created individually on in a group of nor more than three students. If in a group, each student must write their own individual reflection -- see the project options for details.
Choose a project option, and include the following for a satisfactory grade:
1. Format. The names of all group members, class name, site name, and project option number.
2. SAE If you want your materials returned, include a Self-Addressed Envelope sufficient in size with your submitted project. If you'd like midterm materials back, please inform me. Please see the Assignment Submission Guidelines.
3. Karma. My best wishes for your continuing growth and enjoyment in learning and teaching with technology! :-)
Project Options
Here are the project options for the core of your portfolio:
Option 1 Create a Stella Model
Option 2 Use software with students
Option 3 Design a unit to introduce software to teachers or students
Option 4 Design a unit to use one of the simulation or modeling software..ie. ModelIt, ThinkerTools
Option 5: Create a LOGO project
Option 6 A project/model/simulation for your classroom
Option 7 Evaluate Modeling & Simulation Software
Option 8 Adapt Modeling and Simulations Materials
Option 9 Tell us what you know
Option 10 Observe learning with models, simulations, and games
Option 11 Any project which he instructor has okayed.
Option 12 A StarLogo Project
Make sure to follow the Project Guidelines for one of the options described below. The project is worth 30% of your grade
Option 1
First and foremost the model must run.
Take a few pages to discuss why you choose to do the model and what the proces was like as you developed it.
If you are sending a hard copy include a printout of all the pages of your model
If your model is one to be used withs tudents discuss how it meets local and/or state standards
Option 2
Follow the guidelines for option #7
Option 3
A complete outline line of your presentation
Time given for questions and answers
A Written Lesson Plan including the following:
a) goals and objectives of your lesson
b) a list of materials needed for your presentation
c) an outline of the major points presented in your lesson.
For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A.
Develop a handout for the class.
A one page description of how you use the software with your students.
A one page summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
A discussion of how you would assess the understanding after your presentation.
Option 4
Take a page or more to discuss why you chose this piece of software
A complete outline line of your presentation
Time given for questions and answers
A Written Lesson Plan including the following:
a) goals and objectives of your lesson
b) a list of materials needed for your presentation
c) an outline of the major points presented in your lesson.
For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A.
A description of how you use the software with your students.
A summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
Option 5 Microworlds
The baseline for an acceptable project (150 pts ="B") includes:
3 of the 6 following features:
multiple pages w/ transitions
startup / reset buttons
question, answer, make, if
title page and credits
balance of graphics and text appropriate for age level
instructions or directions
Document the project learning goals and the features of the project in 1-2 pages.
Include the project on a floppy disk, zip disk, or email it.
Include a one page individual reflection on your experiences doing this final project.
For a grade better than a B on the project, each of the following are worth 25 points -- satisfactory completion of any two will earn an A.
6 of the features listed above
3 or more procedures in the procedures page
The project runs without error.
Option 6
Design a project of your own that fits your classroom or job needs
For example, you could download Starlogo and one of the Starlogo projects that has already been created, and use it for middle school children to create discussions, guide inquiry and student research about traffic jams or ecology. Or download the free SimCity teacher's guide and adapt material from it for a project on city planning and design. Or adapt material from the Schools are for Fish web pages to help your first grade children learn social coordination and some basic notions of cause and effect.
Your name and the site name on the front cover,
Objectives and grade level description,
Skills learned, i.e. systems, modeling, programming, literacy etc.
Timeline,
Content matter (subjects) learned,
What kind of instructional grouping (Individual, Group, Whole class, etc.) is supported?
Assessments, with links to the objectives,
Project description. Describe the model or simulation you used in the activity, what it represents, and what are its strengths and weaknesses. Include a description of what you changed to adapt or improve the materials.
For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A.
A one page description about what you think is the potential for that model or simulation as a pedagogical tool?
A one page description of the results of your testing and evaluating your project with your students.
Two samples of student work or video/other documentation.
A one page summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
OPTION 7
Select any two pieces of modeling and simulation software from the list below. If you have other software you would prefer to do this project on please let me know, as long as it is simulation software it should be acceptable.
SOFTWARE TITLES
software titles for final
thinkertools
lcsi logo
ucb logo
model it
star logo
game of life
stagecast creator'
sim city
any of the decisions decisions series
oregon trail
maya quest
reelect jfk
gazillionaire
zapitalism
profitania
sim life
sim earth
I can be a dino finder
I can be a animal doctor
africa trail
cross country usa
coral kingdom
ancient civilization
fly a cell
salmon odessey
biologica
weather wizards
magic school bus
thinking like a scientist
logal sciience series
science in your ear
For example, you could choose a Decisions, Decisions package and compare it to Oregon Trail. You may already have the software in your school, or you may find a version that you can download for free, or order an evaluation copy from the company. If you have a piece of software in mind that is not on the list, contact me for approval before you use it. Projects that are found to be plagiarized from another student or course will receive a failing grade.
The baseline for an acceptable project (180 pts ="B") includes:
Your name and the site name on the front cover,
Good grammar and correct spelling,
Describe the pro's and con's of each piece of software. You do not necessarily have to make any final selection in the comparison, however you should come to some general conclusions after you make the comparison. For example, you could state that "software A is better suited for creating class discussions and integrating subjects, while software B is less expensive and is perfectly suited for learning mathematics through experimenting with how patterns are formed". This written part of the comparison should be at least 2 pages long and no more then 4 pages. Your report should be rich in informed opinion and conclusions.
A Comparison of the what the software enables students and teachers to do, including:
a) Appropriate grade level(s),
b) Content Matter (subjects) learned,
c) Skills learned, i.e. systems, modeling, programming, literacy etc.
d) What kind of instructional grouping (Individual, Group, Whole class, etc.) is supported?
e) Assessments included or not,
f) Approximate base price for schools.
For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A.
A one page comparison of how each software piece addresses the students being able to either construct their understanding, or enables more student centered learning, or engage in inquiry.
A one page comparison of the ease of integration into the classroom: Are preparation, training, and additional materials needed?
A one page personal accounting of a hands-on comparison of at least one of the pieces of software.
A one page interview with someone who has used at least one of them.
A one page review of a research paper or book chapter about one of the pieces of software.
A one page summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
Option 8: Adapt Modeling and Simulations Materials
Create a project, that would range from a few days to a few weeks, for your students. For example, you could download Starlogo and one of the Starlogo projects that has already been created, and use it for middle school children to create discussions, guide inquiry and student research about traffic jams or ecology. Or download the free SimCity teacher's guide and adapt material from it for a project on city planning and design. Or adapt material from the Schools are for Fish web pages to help your first grade children learn social coordination and some basic notions of cause and effect.
The baseline for an acceptable project (180 pts ="B") includes:
Your name and the site name on the front cover,
Present your work in class on the second Friday.
Objectives and grade level description,
Skills learned, i.e. systems, modeling, programming, literacy etc.
Timeline,
Content matter (subjects) learned,
What kind of instructional grouping (Individual, Group, Whole class, etc.) is supported?
Assessments, with links to the objectives,
Project description. Describe the model or simulation you used in the activity, what it represents, and what are its strengths and weaknesses. Include a description of what you changed to adapt or improve the materials.
For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of any two will earn an A.
A one page description about what you think is the potential for that model or simulation as a pedagogical tool?
A one page description of the results of your testing and evaluating your project with your students.
Two samples of student work or video/other documentation. (A 5 minute video is highly recommended to show on Friday night!)
A one page summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
Option 9: Tell us what you know
You may be someone who has several years experience using some modeling and simulation software, that you could share with your colleagues. If you feel so inclined you may develop a lesson, activity, or presentation to give to the class. It must be approved by the instructor.
The baseline for an acceptable project (180 pts ="B") includes:
A complete outline line of your presentation
Time given for questions and answers
A Written Lesson Plan including the following:
a) goals and objectives of your lesson
b) a list of materials needed for your presentation
c) an outline of the major points presented in your lesson.
For a grade better than a B on the project, each of the following are worth 35 points -- satisfactory completion of all will earn an A.
Develop a handout for the class.
A one page description of how you use the software with your students.
A one page summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
Option 10. Observe learning with models, simulations, and games.
Make observations of two or more people learning with simulation or game software. Any of the modeling and simulation software from the 6100 Tools web page is appropriate, as well as other educational simulation software. Game software that is a simulation of something, and that people can learn from, is also appropriate. If you are uncertain about whether the software is appropriate, send me a description and ask. As with the other midterm options, be prepared to present your findings briefly on Friday of the second weekend.
Format: You may choose to study the following settings.
Introspective report (Your own process as you learn with the software)
Classroom observation/Interviews
Expert/Novice comparison
Observation of 2 or more players
The baseline for an acceptable project (180 pts ="B") includes:
A one page description of the program,
At least 4 hours of participation/observation,
The raw notes you take during the observation process -- these are called 'field notes.' -- and these are important to include even if you are doing an introspective report. Click here to read the four required elements.
A one page summary of the skills, stategies, and knowledge that you observed -- not what might be listed on the software box. Be honest -- if you did not observe something, don't report it. But look carefully -- did the software required reading or developing strategies to win, or some other kinds of thinking? Sometimes these are best unpacked with a short interview after watching someone play a game -- first ask the person "what happened?", then link back to something they did during the game (use your field notes) and ask "how did you do that?" and "what were you thinking?" . You might get a lot of information if you ask at the end of the interview "tell me how to succeed (win) with this simulation (game)." Also -- do not limit yourself to the game/simulation performance. It is highly useful to record other things people did to succeed, like looking things up, collaborating with others to take advantage of their strengths, and using tools. If you are doing a classroom observation it is equally valid to describe how students and teachers act differently when the class is using the software, compared to when the class is not using the software.
For an additional 35 points, include the above as well as:
A one page description that explores how your choice of software can be used in school. This goes beyond the requirements of an acceptable project to describe whether the software could support inquiry learning, what instructional grouping strategy could be used, whether the students would have to leave the class and go to the computer lab, etc. This requirement does not address learning and thinking, but how it fits into the practice of teaching.
Here is an example: " A major challenge confronting teachers using games (or simulation, models) is demonstrating its effectiveness to parents and school administrators. Teachers must decide whether or not the activity is worth the time, given the many other school activities in which they would like their children to engage. Even though subject matter and related skills are not taught directly with computer games (or simulation, models), I expect that there would be an effect on children's performance in school because...
For an additional 35 points, include the above as well as:
A one page summary addressing any relationships to the:
science benchmarks,
nctm standards 2000,
social studies standards,
McREL's compendium (it is searchable and extensive!)
or other items from your state frameworks.
Feeling assimilated and normalized after looking at the above? Say so. It is acceptable for the one page summary to be critical of the benchmarks and standards.
Or maybe you don't see any of the things you saw your subjects learning on any of these lists. Should they be? Are the skills and knowledge published on those official lists really more relevant? Why or why not?
OPTION 11
You may pursue your own idea, but please make sure to obtain Instructor approval. Here are some suggestions:
Interactive map
Planting and growing a garden
Adventure game
Trip across country
Music microworld
Math microworld
Literature based microworld
Choose your own Adventure
Option 12. Explore the programming aspects of StarLogo.
Work through the tutorial and create a simple multiturtle program of your own, or modify two or more procedures of an existing starlogo program (recommended).
The baseline for an acceptable project (150 pts ="B") includes:
The starlogo program you created -- on disk, or emailed.
Include a one page individual reflection on your experiences doing this final project.
For a grade better than a B on the project, each of the following are worth 25 points -- satisfactory completion of both will earn an A.
Write a one page description that explains how to use the program.
Write a one page reflection on how StarLogo or related ideas could be employed to expand or enrich the classroom
Syllabus
Course Syllabus
Educational; Uses of Systems Thinking. Modeling and Simulation
ECOMP 6100-- Distance Learning
INSTRUCTOR:
James MacNeil
1728 Wakefield Drive
Brandon, Fl 33511
706-969-9153
e-mail: drjimmac@gmail.com
RESEARCH PAPERS, if assigned, must adhere to the general rules established for APA style. Refer to: American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Lesley Library APA Resource HYPERLINK "http://www.lesley.edu/library/guides/citation/apa.html" http://www.lesley.edu/library/guides/citation/apa.html
University of Wisconsin-Madison APA Guide HYPERLINK "http://www.wisc.edu/writing/Handbook/DocAPA.html" http://www.wisc.edu/writing/Handbook/DocAPA.html
APA FAQ’s: HYPERLINK "http://www.apastyle.org/" http://www.apastyle.org/
APA Style Electronic Formats: HYPERLINK "http://www.westwords.com/guffey/apa.html" http://www.westwords.com/guffey/apa.html
Purdue University Online Writing Lab HYPERLINK "http://owl.english.purdue.edu/handouts/research/r_apa.html" http://owl.english.purdue.edu/handouts/research/r_apa.html
EVALUATION CRITERIA:
All projects will be graded on their originality, complexity, and practicality for the classroom. All assignments must be completed on, or prior to, their due date. Active class participation will be taken into account as a necessary aspect of telecommunications.
LESLEY UNIVERSITY ONLINE RESOURCES
Use your Internet browser to connect to the course online resource page at:
HYPERLINK "http://my.lesley.edu" http://my.lesley.edu
Click on the "login" button. Follow the on-screen directions for entering your username and password.
Located within these online resources are the current, "clickable" syllabus, online tutorials, readings, and areas for both required and optional discussions.
PAPER SUBMISSION GUIDELINES:
Traceability:
It is advisable to send projects via certified, return receipt mail or courier service. This protects you in the event the project is lost in transit but causes unnecessary delays when the post office can not deliver the package. Notification of project receipt will be made by e-mail for those who have submitted current addresses.
GRADING
Discussion board postings are due on the date indicated. Any discussion board postings completed more than two days past the assigned date will not be given any credit unless there is a medical or technical issue. In order to get some credit this issue must be discussed with the instructor prior to the assigned date
Eligibility for Grade Reconsideration or Incomplete:
Keep a disk copy of each project for your own reference as you may have the option to revise your project in response to the instructor’s comments regarding a failing grade. If your project is not at passing graduate level, your project may be returned, and you may resubmit it for a grade reconsideration, not to exceed the minimum passing grade.
Time Extensions and Incomplete Grades:
Extensions of time require instructor approval and must be requested, in writing, before the final project period has expired. Incomplete grades will be recorded in instances where the time has been extended or when final projects are judged to be incomplete.
Incompletes must be submitted with adequate time for grading so that grades may be recorded by April 1st for Fall semester and/or January courses. Spring and summer course grades must be submitted by December 1st. Any extension of the Incomplete make-up time period policy requires the Registrar’s approval of a student’s petition initiated prior to the normal expiration date.
All Incompletes not made up before the deadline remain on the student’s transcript as an “INC” grade and the course must be repeated by the student (quite possibly involving attending the course on campus or travel to some distant site).
AMERICANS WITH DISABILITIES ACT (ADA)
Lesley College is committed to ensuring the full participation of all students in its programs. Accordingly, if a student has a documented disability, and, as a result, needs a reasonable accommodation to attend, participate or complete course requirements, then he or she should inform the instructor at the beginning of the course. For further information about services through Lesley College for students with disabilities, contact the following Student Affairs offices:
Manju Banerjee, Coordinator of Disability Services, at 617.349.8194 or 617.349.8530 (message), or e-mail: HYPERLINK "mailto:banerjee@mail.lesley.edu" banerjee@mail.lesley.edu
On-campus students with learning disabilities/Attention Deficit Disorder should contact Maureen Riley, Director LD Services, Learning Center, at 617.349.8464 or e-mail: HYPERLINK "mailto:mriley@mail.lesley.edu" mriley@mail.lesley.edu
ACADEMIC INTEGRITY POLICY
Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University's policies and procedures governing academic integrity. Please become familiar with the academic integrity policy, which includes information about documenting sources, plagiarism, cheating, fabrication, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, and lying/tampering/theft. The complete policy can be found in the student handbook and on the Lesley University Web page: HYPERLINK "**http://www.lesley.edu/policies/catalog/integrity.html**" \t "_blank" **http://www.lesley.edu/policies/catalog/integrity.html**
REQUIRED READING
WHEN A BUTTERFLY SNEEZES BY LINDA BOOTH SWEENEY ISBN 1-883823-52-8
See Assignments section for details of each assignment
Part I: System Structure through Mental Mapping
Assignment 1:
Read the Introduction to Systems Thinking
READ PART 1 OF TEXT
Assignment 2: What does it mean to understand?
READ PART 2 OF THE TEXT
Assignment 3: IN PART 3 READ 45-56
Assignment 4:
Systems Thinking and Education
IN PART 3 READ 56-64
Assignment 5:
IN PART 3 READ 64 - 81
Assignment 6: IN PART 3 READ 81=99
Assignment 7:
IN PART 3 READ 99-117
Assignment 8:
Assignment 9 : Get that final project completed.